Social and Emotional

Development

Emotional development

Basic emotions

There are 6 basic or primary emotions which There are 6 basic or primary emotions which appear universally in children between 2 and 7 appear universally in children between 2 and 7 months. These are:months. These are:

HappinessHappiness

SadnessSadness

AngerAnger

DisgustDisgust

SurpriseSurprise

FearFear

The development of emotions

At birth, an infant has 2 basic emotions:At birth, an infant has 2 basic emotions:

Orientation to stimulation that is pleasurableOrientation to stimulation that is pleasurable

Withdrawal from stimulation that is not pleasurableWithdrawal from stimulation that is not pleasurable

Within a few months, emotional expressions are Within a few months, emotional expressions are differentiated further and the “basic six” emotions of differentiated further and the “basic six” emotions of happiness, sadness, anger, fear, disgust and happiness, sadness, anger, fear, disgust and surprise can be observed. surprise can be observed.

These 6 emotions appear during the first 6 months.These 6 emotions appear during the first 6 months.

Happiness

Happiness is evident by 3 months.Happiness is evident by 3 months.

A full smile is observed from 3-6 weeks. This is A full smile is observed from 3-6 weeks. This is called the “social smile”.called the “social smile”.

Infants laugh at around 4-7 months.Infants laugh at around 4-7 months.

A game of peek-a-boo between a parent and A game of peek-a-boo between a parent and child at this age is sure to evoke smiling and child at this age is sure to evoke smiling and laughter.laughter.

Anger and sadness

Anger appears from 4 months onwards.Anger appears from 4 months onwards.

Anger increases in intensity and frequency Anger increases in intensity and frequency with age.with age.

Sadness usually appears after anger and can Sadness usually appears after anger and can be observed when something the infant be observed when something the infant enjoys is taken away from him/her.enjoys is taken away from him/her.

Disgust and fear

Disgust is seen as a response to some foods. Disgust is seen as a response to some foods.

It is a defensive reflex that makes the child It is a defensive reflex that makes the child spit out food that tastes unpleasant or smell spit out food that tastes unpleasant or smell bad.bad.

Fear is present by 3 months and becomes Fear is present by 3 months and becomes apparent from about 6 months onwards.apparent from about 6 months onwards.

It is usually expressed towards strangers they It is usually expressed towards strangers they are not familiar with.are not familiar with.

Complex emotions

More complex emotions emerge during the More complex emotions emerge during the infant’s second year. They are often referred infant’s second year. They are often referred to as self-conscious emotions. These are:to as self-conscious emotions. These are:

Embarrassment Embarrassment

ShameShame

GuiltGuilt

PridePride

JealousyJealousy

Sense of self

Self-conscious emotions are associated with Self-conscious emotions are associated with the child’s developing sense of self.the child’s developing sense of self.

Consciousness in terms of thought or action is Consciousness in terms of thought or action is not apparent until the end of the second year.not apparent until the end of the second year.

Piaget characterised this stage as a time when Piaget characterised this stage as a time when children are first able to make mental children are first able to make mental representations of themselves and other representations of themselves and other people and events.people and events.

Emotions and cognitions

The link between emotions and cognition can be The link between emotions and cognition can be seen in the development of self-knowledge.seen in the development of self-knowledge.

This is me.This is me.

Preschool children use emotional self-labels like:Preschool children use emotional self-labels like:

I am happy.I am happy.

I am sad.I am sad.

They locate their emotions in events, objects and They locate their emotions in events, objects and people.people.

Emotional competence

According to the psychologist H. Rudolph According to the psychologist H. Rudolph Schaffer, emotional competence is the ability to Schaffer, emotional competence is the ability to interpret our own and others emotions and to interpret our own and others emotions and to respond appropriately.respond appropriately.

Components of emotional competence

Being aware of one’s own emotional state.Being aware of one’s own emotional state.

Being able to discern the emotions of other people.Being able to discern the emotions of other people.

Being able to use culturally appropriate language in Being able to use culturally appropriate language in describing emotions.describing emotions.

Having the capacity for sympathetic involvement in Having the capacity for sympathetic involvement in others’ emotional experiences.others’ emotional experiences.

Having the capacity to cope with distressing emotions.Having the capacity to cope with distressing emotions.

Having a feeling of being in control of one’s emotional Having a feeling of being in control of one’s emotional experiences.experiences.

Emotional self-regulation

Strategies used to adjust our emotional state and Strategies used to adjust our emotional state and to allow us to achieve our goals.to allow us to achieve our goals.

This capacity is limited in young children and they This capacity is limited in young children and they tend to rely on carers to intervene on their behalf.tend to rely on carers to intervene on their behalf.

By the end of the third and fourth year, children By the end of the third and fourth year, children can verbalise their emotions.can verbalise their emotions.

At these ages it is frequent for children to develop At these ages it is frequent for children to develop fears (nightmares, etc.). fears (nightmares, etc.).

Emotional Intelligence

Being aware of one’s own emotions and those of others.Being aware of one’s own emotions and those of others.

Being sufficiently motivated to develop relationships.Being sufficiently motivated to develop relationships.

Daniel Goleman: author of book “Emotional Intelligence: Daniel Goleman: author of book “Emotional Intelligence: Why it can matter more than IQ.”Why it can matter more than IQ.”

Traditionally intellectual achievement has been the Traditionally intellectual achievement has been the priority in schools. This idea has been put to challenge. priority in schools. This idea has been put to challenge.

MILESTONES

EMOTIONAL DEVELOPMENT

Birth to 6 months

Appearance of the primary emotionsAppearance of the primary emotions

Cries to signal a physical needCries to signal a physical need

• The “social smile” appearsThe “social smile” appears

• Copies facial expressions of othersCopies facial expressions of others

• Engages in interactive synchronyEngages in interactive synchrony

6 months to 1 year

• Primary emotions much more apparentPrimary emotions much more apparent

• Social referencing evidentSocial referencing evident

• Expressions of anger and fear increase, in Expressions of anger and fear increase, in particular stranger anxietyparticular stranger anxiety

• Some emotional regulation (control) is Some emotional regulation (control) is apparent.apparent.

1-2 years

• Emotions are now evidentEmotions are now evident

• Language development allows verbal Language development allows verbal expressions of emotionsexpressions of emotions

• Temper outbursts in the “terrible tows” period.Temper outbursts in the “terrible tows” period.

• Possible frustration with inability to express Possible frustration with inability to express more complex emotions.more complex emotions.

3-6 years

• Can describe causes and consequences of Can describe causes and consequences of own emotions.own emotions.

• Empathy begins to develop. Empathy begins to develop.

7-11 years

• Understands that thoughts can control emotions.Understands that thoughts can control emotions.

• Strategies for self-regulation of emotions are now Strategies for self-regulation of emotions are now internalised.internalised.

• Increased empathy for others (strangers).Increased empathy for others (strangers).

• Aware that expressions of others may not be a true Aware that expressions of others may not be a true reflection of emotion.reflection of emotion.

• Able to fake display of own emotions (aged 10+).Able to fake display of own emotions (aged 10+).

Attachment

• Emotional ties to special people who offer us Emotional ties to special people who offer us comfort and in whose company we feel comfort and in whose company we feel happiest.happiest.

Homework

• Look for a video on You Tube or a document to Look for a video on You Tube or a document to comment on from the internet on attachment.comment on from the internet on attachment.

• The key words look for are:The key words look for are:

– Attachment in childrenAttachment in children

– Attachment theoryAttachment theory

– John Bowlby and attachmentJohn Bowlby and attachment

– Mary Ainsworth and attachmentMary Ainsworth and attachment